Healthy Learning Environment Research Articles

Classroom Toileting: A Collaborative Effort.

Developmental norms suggest that children are ready for toilet training between the ages of 18 and 24 months; however, many children now enter school without this self-care skill. Many factors can contribute to delayed toilet training including child readiness, developmental disabilities, poverty, lower parental education levels, and higher rates of single and teen-aged parents who may lack parenting skills including toilet training. Most children enroll in a kindergarten program at 5 years of age. Because children will be accepted to kindergarten regardless of toilet training status, schools need to be ready for children who lack this self-care skill. Although school staff are willing to support these children, the main purpose of school is education. The school nurse can take an active role in classroom toileting programs by collaborating with school administrators, teachers, staff, and parents to promote successful toilet training and fostering a healthy learning environment.

Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale

AbstractEvaluating teacher AI competence levels and building effective, safe, and healthy learning environment are crucial steps in transitioning to AI-based education. Current established digital competence frameworks may indirectly address AI competence but often overlook the impact of AI on society, ethics, and assessment. Research on teacher AI competence is at its first stage, primarily focusing on theoretical and professional discussions, along with qualitative investigations. This study aims to propose and confirm the reliability and validity of a scale measuring teacher AI competence self-efficacy (TAICS) in K-12 education. The scale was developed using a Delphi method, and includes six dimensions: AI knowledge, AI pedagogy, AI assessments, AI ethics, human-centered education, and professional engagement. Each dimension contains four items. The scale was evaluated on a sample of 434 K-12 teachers through confirmatory factor analysis and model comparisons. The analyses showed that the scale is consistent across male and female teachers, as well as scientific and non-science teachers. The completed TAICS scale consists of 24 items and encompasses six dimensions of AI competence. It can be used to examine interventions and correlational research, as well as to inform the creation of new strategies and policies for AI in relation to teacher AI competence development.

Evaluating water, sanitation, and hygiene in schools of Bangladesh: progress toward SDG compliance

ABSTRACT The availability of safe water, sanitation, and hygiene (WASH) facilities in schools is essential for a healthy learning environment and achieving sustainable development goals (SDGs) 4 and 6. Despite its importance, comprehensive studies on drinking water quality, sanitation, and hygiene in schools are scarce. This study explicitly assessed the WASH services and gaps in 43 educational institutions, located in Tongi, Bangladesh, through field and laboratory investigations. Thirteen physicochemical and bacteriological parameters were analyzed, and water quality was classified using an Integrated Water Quality Index (IWQI). Hygiene and sanitation were evaluated through observations and data from school administrators on water sources, toilets, handwashing facilities, and solid waste management. Results showed that WASH services exceeded the national average, but all schools had dangerously high Escherichia coli levels (mean: 43.95 CFU/100 mL) in drinking water, posing health risks. Additionally, 89.72% of samples showed elevated manganese levels, 35% had high iron, and 41.86% had increased conductivity. About 35% of water was unsuitable for drinking based on IWQI. Schools lacked the capacity to monitor WASH quality, especially drinking water. A strategic framework for safe WASH facilities is recommended. The findings can lead the policymakers to prioritize the improvements in WASH facilities for attaining SDG 6.

Impact of Teacher’s Effectiveness on the Acquisition of Skills in Early Childhood Education (ECE)

The study was conducted to explore teacher effectiveness in the development of skills in early childhood education (ECE). The aim of this research work was to know to what extent the teacher is effective in the development of skills in early childhood students. Thus, the performance of learners was evaluated based on the impact of ECE resource rooms on the skills development of learners from the teacher's perception. A total of 170 teachers were chosen from elementary and secondary schools as a sample of this study. The effectiveness of the teachers in early childhood education (ECE) was evaluated using a self-created questionnaire. Data entry and subsequent statistical analysis were conducted using the Social Sciences Statistical Package (SPSS 21). The results revealed that male and female teacher perceptions about utilizing ECE resource rooms were different among student skills and competency development. It was concluded that a healthy learning environment is considered to be supportive in augmenting the development of the brain, as well as social and physical. The resource rooms should be established to boost prospective teachers' imagination and enable them to create stories. Teachers should be encouraged to raise discussions among students to gain their attention and support the learning process.

A Mixed Methods Study on Character Traits of Nursing Students and Faculty Influencing a 100% Passing Rate in the Nursing Licensure Exam in the Philippines.

This study explores the character traits contributing to the 100% passing rate of nursing graduates in the Nursing Licensure Examination (NLE) in the Philippines over the past decade. Understanding these traits provides insights into the factors driving academic and professional success in nursing. Employing a convergent parallel mixed methods design, this study combined quantitative and qualitative approaches. Data were collected through electronic surveys from 222 nursing alumni and 39 faculty members, focusing on character traits and behaviors linked to NLE success. The quantitative data were analyzed using Statistical Product and Service Solutions (SPSS, version 29; IBM SPSS Statistics for Windows, Armonk, NY) for descriptive statistics and factor analysis. Additionally, in-depth interviews with 21 alumni and 15 faculty members provided qualitative insights. Data saturation was reached with 11 faculty and 13 alumni, ensuring comprehensive coverage of the participants' experiences. Quantitative results from factor analysis showed that spirituality, love of learning, honesty, and kindness are among the qualities that are necessary for success in NLE. These character traits have a significant impact on both career readiness and academic performance. Qualitative results revealed the importance of resilience, faculty support, and peer relationships in fostering these attributes. It became evident that building a healthy learning environment required the support of peers and professors and that resilience was necessary to manage the stress of tests. Both datasets emphasized the need for a strong character and academic achievement in conjunction with long-term success. The study highlights that obtaining a high NLE passing rate is mostly dependent on academic knowledge in addition to character attributes. Character education techniques such as role-playing, reflective writing, and service-learning can be incorporated into nursing curricula to improve attributes such as empathy and resilience. Continuous faculty development and structured mentorship are also crucial. Character development must be incorporated into academic learning in nursing education. Focusing on qualities such as empathy, resilience, and ethical judgment, along with implementing character education tactics such as service-learning and reflective writing, are crucial to prepare graduates to succeed in professional practice and board exams. A comprehensive approach that blends character development with academic achievement produces skilled and compassionate healthcare professionals.

Awareness, Use, and Value of Student Support Programs Through the Lens of Science Students, Professors, and Staff

Science students face specific challenges associated with their field of study. The purpose of this study was to assess science students’ use of support services and programs, identify barriers to use and group differences, determine professors’ and staff’s familiarity with programs and solicit ideas from all participants about what programming changes should be made. Survey questions were completed by 308 students and 40 staff and professors in our institution’s Faculty of Science. Students’ participation rates and professors’ and staff’s familiarity with programs ranged significantly but most services were rated as helpful by both groups. Few demographic group differences emerged in program use. Participants recommended a number of improvements to the Faculty of Science including strengthening mental health awareness and support services, fostering student engagement in science, building students’ relationships with professors and cultivating a healthy learning environment. Implications for program development in science faculties are considered.

The role of health education in improving student health in Indonesian schools

Health plays an important role in supporting educational success, with healthy students tending to have better concentration, endurance and motivation to learn. To achieve this, schools implement health education programmes aimed at improving students' knowledge, attitudes and skills in maintaining and improving their health. The programme includes formal and informal activities integrated in the curriculum, extracurricular initiatives and school health projects. Effective health education holds the potential to address these issues. While existing research has shown that health education can improve students' knowledge, attitudes, and skills related to health, direct evidence of its effect on students' health remains limited. The implications of health education are profound, including improved health knowledge, positive attitudes toward health, and the development of vital health maintenance skills. Additionally, it fosters a healthy learning environment, which is conducive to improved academic outcomes. Future interventions may involve the development of tailored materials, the integration of technology, and collaborative endeavors across multiple stakeholders. In conclusion, health education is a potent tool for enhancing student well-being and, consequently, educational success. By addressing health challenges and promoting healthy behaviors, health education contributes significantly to creating a brighter and healthier future for students in Indonesia and beyond.

Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades.

Student mindset beliefs about the malleability of intelligence have been linked to student outcomes. However, recent meta-analyses showed mixed findings on how student mindset impacts their outcomes depending on the environment and context, such as the mindset that the instructor projects in the classroom. The current work utilizes Social Cognitive Theory to elucidate the relationship among student perceptions of faculty mindset, affective factors (belonging, self-efficacy, and utility value), and behavioral factors (course grade) using a Diversity, Equity, and Inclusion (DEI) lens within the chemistry context at a demographically diverse institution. Structural Equation Modeling (SEM) path analysis revealed that student perceptions of the instructor mindset did not directly predict chemistry course grades. However, a significant indirect effect, mediated by students' sense of academic misfit, was detected. The more students perceived instructors to endorse a fixed mindset, the more academic misfits they reported in their courses, which led to lower chemistry grades. ACT math scores (indicators of prior preparation) unsurprisingly had significant direct and indirect impact on chemistry course grades. Additionally, multigroup moderation analysis revealed that regression pathways did not differ based on race, gender, or age group. While this work highlights the benefit of instructors promoting a healthy learning environment that projects a growth mindset to students, this must be coupled with institutional support to help build foundational knowledge to prepare students for the rigor of chemistry courses and increase the chance of success for all students.

Comprehensive analysis of classroom microclimate in context to health-related national and international indoor air quality standards.

Indoor air quality (IAQ) and indoor air pollution are critical issues impacting urban environments, significantly affecting the quality of life. Nowadays, poor IAQ is linked to respiratory and cardiovascular diseases, allergic reactions, and cognitive impairments, particularly in settings like classrooms. Thus, this study investigates the impact of indoor environmental quality on student health in a university classroom over a year, using various sensors to measure 19 environmental parameters, including temperature, relative humidity, CO2, CO, volatile organic compounds (VOCs), particulate matter (PM), and other pollutants. Thus, the aim of the study is to analyze the implications of the indoor microclimate for the health of individuals working in the classroom, as well as its implications for educational outcomes. The data revealed frequent exceedances of international standards for formaldehyde (HCHO), VOC, PM2.5, NO, and NO2. HCHO and VOCs levels, often originating from building materials and classroom activities, were notably high. PM2.5 levels exceeded both annual and daily standards, while NO and NO2 levels, possibly influenced by inadequate ventilation, also surpassed recommended limits. Even though there were numerous exceedances of current international standards, the indoor microclimate quality index (IMQI) score indicated a generally good indoor environment, remaining mostly between 0 and 50 for this indicator. Additionally, analyses indicate a high probability that some indicators will exceed the current standards, and their values are expected to trend upwards in the future. The study highlighted the need for better ventilation and pollutant control in classrooms to ensure a healthy learning environment. Frequent exceedances of pollutant standards can suggest a significant impact on student health and academic performance. Thus, the present study underscored the importance of continuous monitoring and proactive measures to maintain optimal indoor air quality.

Investigating User Feedback for Learning Space Design in Primary Schools of Shandong Province, China

A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students’ learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment.

Dynamic answer-dependent multiple-choice questions and holistic assessment analysis in high-enrollment courses.

Many 4-year public institutions face significant pedagogical challenges due to the high ratio of students to teaching team members. To address the issue, we developed a workflow using the programming language R as a method to rapidly grade multiple-choice questions, adjust for errors, and grade answer-dependent style multiple-choice questions, thus shifting the teaching teams' time commitment back to student interaction. We provide an example of answer-dependent style multiple-choice questions and demonstrate how the output allows for discrete analysis of questions based on various categories such as Fundamental Statements or Bloom's Taxonomy Levels. Additionally, we show how student demographics can be easily integrated to yield a holistic perspective on student performance in a course. The workflow offers dynamic grading opportunities for multiple-choice questions and versatility through its adaptability to assessment analyses. This approach to multiple-choice questions allows instructors to pinpoint factors affecting student performance and respond to changes to foster a healthy learning environment.

STRATEGIES FOR CREATING A POSITIVE SUPPORTIVE ENVIRONMENT AT SCHOOL

Creating a positive learning environment entails much more than simply decorating classroom posters with positive slogans. It entails genuinely understanding and meeting the needs of pupils and coworkers in a variety of ways. For example, having clearly defined classroom rules can help set the tone for a healthy learning environment in which students understand what is expected of them. Having that structure in place will make children feel safer, allow the teacher to better understand their needs, and encourage their overall well-being. This applies to children regardless of age group and level of education.

A complete review on enhancing air circulation and filtration for improving internal air quality in a healthy school environment

The health of staff and students is impacted by Indoor Air Quality (IAQ) in educational environments. A healthy atmosphere depends on good IAQ, yet millions of students worldwide might develop respiratory illnesses due to poor air quality. Immediate action is required to alleviate the burden of IAQ consequences in the pandemic-dominated period. This detailed evaluation focuses on techniques for improving air circulation and filtration systems to meet the critical demand for improved IAQ in schools. This research demonstrates the negative impacts of inadequate IAQ on students and educators’ cognitive capacities, health and performance based on an extensive examination of current records. A healthy learning environment, on the other hand, can minimize absenteeism, raise test results and increase pupil/teacher education/teaching productivity. This review explores the effectiveness of different ventilation as well as filtration methods, such as air purifiers, mechanical ventilation, natural ventilation and advanced filtration systems, in lowering airborne pollutants like particulate matter, volatile organic compounds (VOCs) and microbiological contaminants. This study reviews current information, emphasizes recent findings along with options and provides guidelines for the future of education. It underlines the limits of previous studies, gives ideas for further research and indicates a path forward for more enhancements to the air quality in schools. Comprehensive analysis with greater sample numbers is required to evaluate student performance, indoor contentment and environmental health exposure. On-site measurements are essential for comprehending the properties of contaminants. Intricate mitigation strategies must take health impacts, IAQ and energy efficiency into effect.

Impact of interpersonal relationships on academic burnout among trainee teachers: A comprehensive study

IntroductionRecent research has identified varying levels of burnout among teachers, particularly those in training. This condition is believed to be influenced by a combination of internal factors, such as psychological characteristics, and external factors, such as work-related pressures and the social environment.ObjectivesWe examined the prevalence of burnout syndrome and assessed the potential risk factors associated with this condition. This study investigates the complicated correlation between academic burnout and interpersonal connections among trainee teachers in Morocco.MethodsWe used a comprehensive database generated from the Maslach Burnout Inventory-Student Survey (MBI-SS), a questionnaire designed specifically for this study, and validated for this context. We examined various dimensions of academic burnout to unravel the complexity of this connection. Our study analyzed individual, professional, and social factors within a cohort of 732 prospective teachers in Morocco during the 2021/2022 academic year.ResultsThe findings revealed an intricate network of interrelated factors that contributed to the occurrence of academic burnout among trainee teachers. Significantly, the study highlighted the impact of interpersonal relationships on academic burnout. Trainee teachers who received support and positive interactions from colleagues and superiors showed significantly lower levels of academic burnout. Interpersonal relationships within the educational community also played a pivotal role in preventing burnout. Moreover, our multivariate analysis showed that certain sociodemographic factors,including age, gender, and prior educational experience, moderated the influence of interpersonal relationships on academic burnout.ConclusionsThis study significantly contributes to the comprehension of academic burnout in trainee teachers by emphasizing the vital role of interpersonal relationships in this context. The findings emphasize the necessity of interventions that enhance interactions within educational institutions to prevent academic burnout and promote a healthy learning environment for trainee teachers.Disclosure of InterestNone Declared

Bingo as a Novel Approach to Skill Building in the Initial Months of Surgical Internship: A Pilot Implementation.

We have observed inconsistencies in residents' experiences regarding important procedures and tasks necessary for patient care. We aimed to improve individual motivation to learn and become facile with specific practices earlier in the timeline of the internship years. Intern Bingo was implemented in a single general surgery residency. Two sites, both tertiary care centers with institutional practices, were utilized. Twenty-four procedures/tasks important to clinical practice were identified, including but not limited to Nasogastric Tube placement, IV insertion, incision and drainage, laceration repair, vascular doppler exam, and clinical documentation. Bingo cards were randomly generated. To assess comprehension, interns taught back necessary components to a senior resident or attending to complete each bingo square; including indications, supplies, steps, troubleshooting techniques, and complications. First, the residents were awarded prizes to complete a row and a full card (a cloth scrub cap and portable pulse-oximeter, respectively). A Likert-scale survey assessing satisfaction was administered following the completion of the internship period. The first row was completed in two weeks and the first full card at four weeks. All participants finished the cards within 8 weeks. 54% of the participants returned the survey and 100% reported positive experiences. 50% felt that bingo created a healthy learning environment with improved teaching, and the remaining 50% were neutral. 75% reported that Bingo positively influenced decisions to seek out opportunities. 100% conveyed a desire to repeat Bingo as mentors. Feedback from the attendings was gathered, with positive assessments of the interns' skills and confidence. Bingo is a simple and easily implemented educational tool that works to alleviate variations in experience early in the internship period. It represents a novel and effective way to motivate the interns to learn important procedures and tasks within the first two months of residency. Cards may be effortlessly tailored to a variety of residency programs and rotations.

Improving the Health Level of the Young Generation: Implementation of School Health Efforts at Inpres Doyo Baru and Besum State Elementary Schools, Jayapura Regency

This research aims to examine the efforts of two elementary schools, namely Inpres Doyo Baru and Besum State Elementary Schools in Jayapura Regency, in implementing School Health Efforts. This research uses a qualitative descriptive method with a case study approach. Data collection was carried out through in-depth interviews with 12 informants, consisting of 10 key informants, 6 main informants, and 3 additional informants. The results of this study reveal that both schools integrate health education in the curriculum, especially in subjects sports physical Education and health and Scouts. A school environment that is free from bullying and violence, as well as the availability of clean and well-maintained toilets, also supports the creation of a healthy learning environment. Support from School Operational Assistance funds and active participation from various parties, including the government, non-government organizations and the community, are important factors in the smooth running of the School Health Business program. The efforts of the Inpres Doyo Baru and Besum State Elementary Schools in implementing School Health Efforts show their commitment to building a healthy and quality young generation.

Academic stress among students in Vietnam: a three-year longitudinal study on the impact of family, lifestyle, and academic factors.

Academic stress is associated with mental health disorders, notably depression and anxiety among students. Mitigating stress can decrease the incidence of mental health disorders and improve student well-being. This study explored factors influencing academic stress among secondary school students in Vietnam. A three-year longitudinal study was conducted using a self-reported questionnaire with 611 students from four secondary schools in Hue City, Vietnam. Academic stress was evaluated using the Educational Stress Scale for Adolescents (ESSA). Family factors, including the number of siblings and parental educational levels; lifestyle factors, including physical activity and sleep; and academic factors, including grade point average and attending extra classes were evaluated. Linear regression models were used to analyze the associations between the ESSA scores at follow-up and family, lifestyle, and academic factors at baseline. A total of 341 students completed both the baseline and follow-up surveys and answered the questions required for this analysis. The mean ESSA score of 341 students increased from 46.4 ± 7.6 (mean ± SD) to 53.5 ± 10.8, from 2018 to 2021. The multivariate model revealed that the number of siblings, higher father's educational attainment level, female gender, lower academic scores, and attending extra classes were associated with overall academic stress. In contrast, no associations were observed between the variables of lifestyle, parental concentration, and parental acceptance and overall academic stress. The findings highlight the impact of family factors and study workload on academic stress, emphasizing the need for proper care from family and school to reduce or prevent student academic stress and provide them with a comfortable and healthy learning environment.

Tobacco Free Educational Institutions in India: TOWS Analysis

ABSTRACT Younger age has a greater likelihood of neurological vulnerability to nicotine initiation and addiction. Tobacco-Free Educational Institutions (ToFEI), guidelines are essential to promote a healthy learning environment for educational institutes. Better compliance with ToFEI guidelines leads to better implementation and enforcement for creating more positive and safe learning environment for student and staff. The need arises on identifying the potential areas of realistic engagement and action on tobacco use prevention among children using TWOS analysis of ToFEI guidelines in educational institutes. Moderate compliance has been achieved as far as ToFEI. TOWS analysis further enhances compliance in ToFEI by overcoming external factors (opportunity and threat) through its inherent internal factors (weakness and strength). Thus, clarity in strength and weakness of ToFEI guidelines will reduce vulnerability and susceptibility to threats by enhancing opportunities in ToFEI.

The Role of the School Nurse in Addressing Climate-Associated Illnesses: Air Quality.

Climate change is having an unprecedented influence on human health. Children's allergies and respiratory problems are increasing because of rising pollen levels and air pollution. School nurses are well positioned to prevent and treat allergies, asthma, and other respiratory conditions. Due to their consistent presence with the school setting, nurses can promote health, wellness, and academic productivity by addressing poor indoor and outdoor air quality. The purpose of this article is to increase understanding of how air quality affects the health of school-age children and to provide school nurses with primary, secondary, and tertiary prevention strategies for ensuring clean and healthy learning environments. This is the second in a series of articles aimed at raising awareness among school nurses about climate-associated illnesses and equipping them with the resources they need to protect students' health.

The Role of the School Nurse in Addressing Climate-Associated Illnesses: Mental Well-being.

Human health is being impacted by anthropogenic (human-made) climate change. This article describes four ways that climate change may affect mental well-being in school-age children. First, natural disasters-such as more frequent and intense tornadoes and flash floods-may have a direct influence on mental well-being by contributing to acute anxiety and distress. Second, indirect effects of severe weather-including changes in social support systems-may affect mental well-being by increasing isolation. Third, children may suffer feelings of anxiety or depression if they perceive a sense of powerlessness to solve the challenges of a changing climate. Finally, school nurses need to be aware of the emergence of correlations-such as data that suggest increases in temperature may influence the use of inpatient mental health services and suicidal ideations-that require further scientific exploration. This article aims to increase school nurses' understanding of how climate changes may impact the mental well-being of school-age children and to provide strategies for creating a safe, healthy learning environment. This article is the fourth in a series aimed at raising awareness among school nurses about climate-associated illnesses and equipping them with the resources they need to protect school-age children's health.